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Alternative Education for Parents and Teachers

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Since the first alternative public schools were identified and studied in the late s, the underlying definition and characteristics of schools of choice have remained relatively unchanged. They include:.

In the State Sector

While these five critical components can be found in alternative, magnet, and charter schools, research during the latter s further developed these core characteristics into a complex of essential components, which represent the current spectrum of different types of established school models. By the year alternative schooling had expanded to include a dozen distinctive opportunities to participate in schools of choice.

Alternative education ...

These programs serve as the benchmarks of effective practice in alternative schooling. Thousands of schools of choice offering alternative schooling have been developed, successfully evaluated, and replicated.

Types of Alternative Schools

Within these schools exist a wide array of approaches to implementing curriculum, instruction, and school governance and management. These established models reflect a truly worldwide educational revolution and include:. These models represent the landscape of alternative schools successfully operating as of No two are exactly alike, as a primal characteristic of these programs is their unique identity.

While these schools share the common concepts of alternative programs, their actual operations often vary considerably. As alternative schools began to appear in the late s in the United States, similar development was occurring around the globe. Canada, with programs reported throughout its provinces, clearly held the largest number, as most other countries reported five or fewer programs. While the handbook represents the most recent source for documenting the existence of international alternative schools, many schools undoubtedly were not identified.

Denmark, for example, has hundreds of Tvind alternative public schools, and other nations, such as Hong Kong, Brazil, Japan, Russia, and Australia have multiple examples of alternative schools. Charter schools have also begun to appear in other nations, particularly in Canada. As most countries provide public education through national systems of organization and governance, it is important to note that local control, as is practiced in the United States, clearly appears to foster dramatically higher numbers and types of alternative schools. Yet, as of , interest in and growth of alternative programs and schools in other nations is clearly on the increase.

The public demand for choice in schooling appears to be significantly impacting educational systems throughout the world. Alternative schooling has become an integral component of public education in the United States and is also gaining increasing popularity in many other nations. These developments have evolved from a grassroots effort by parents and educators, experimenting to locate better ways to educate their school-age children and integrate educational ideas from some of the world's most recognized educational leaders.

Federal support in the United States of schools of choice has also contributed to the growth of choice programs. Nationally elected officials of the United States, representing their public constituencies, have clearly identified schools of choice as a valued priority. As of it is clear that alternative schooling, with three decades of development and success, is not only effective in teaching all types of students but is also highly desired by parents and students.

It is also obvious that the practices developed in the early schools of choice are contributing to local, state, and national efforts to improve public education in the United States. Based on these realities, the continued growth and expansion of schools of choice is likely to continue.

Homeschooling in the United States: Examining the Rationales for Individualizing Education

Charter Schools in Action. The Handbook of Alternative Education. New York: Macmillan. Charter Schools. San Francisco: Jossey-Bass. Paul Minnesota Free Press, February Alternatives in Education. By the number of students attending magnet schools had grown to 1.

In magnet schools were expected to enroll more than two million students in over 5, schools and programs. Charter schools also have experienced rapid growth, following the opening of the nation's first two schools in Minnesota in , to an estimated 2, charters as of , serving 1 to 2 percent of all public school students. Two states in particular have experienced significant growth in alternative schooling within public education. In Minnesota, the numbers of students enrolled in some type of alternative schooling has grown from 4, students in to more than , students in the year In Arizona, as of , there were charter schools serving about fifty thousand students—about 6 percent of the states' , students.

National statistics regarding school choice often do not include the number of parents choosing non-public options those choosing private schools, home schooling, participating in for-pay, online learning or who are influenced in selecting their home residence by where their children will go to school.

The number of K—12 home-schooled students grew from approximately , in to1. In the National Center for Education Statistics NCES estimated that 20 percent of the students in grades 3 to 12 were enrolled in public and private schools chosen by their parents. PACE estimated that the number would rise to 25 percent by the year In addition, 39 percent of the parents interviewed by NCES reported that the public school their children would attend influenced their choice of residence.

For a concept that has had such a revolutionary impact on public education, the idea of alternative schooling and public schools of choice is really quite simple. It involves little more than diversifying public education by creating distinctive educational programs designed to meet the needs and interests of specific groups of students and providing these programs to parents, students, and teachers through voluntary choice.

More recently, as charter schools have developed, the concept of school choice has also come to mean the opportunity for an individual school to exchange many state and locally mandated rules, regulations, and requirements for contractually specified student performance outcomes.

Since the first alternative public schools were identified and studied in the late s, the underlying definition and characteristics of schools of choice have remained relatively unchanged. They include:. While these five critical components can be found in alternative, magnet, and charter schools, research during the latter s further developed these core characteristics into a complex of essential components, which represent the current spectrum of different types of established school models. By the year alternative schooling had expanded to include a dozen distinctive opportunities to participate in schools of choice.

These programs serve as the benchmarks of effective practice in alternative schooling. Thousands of schools of choice offering alternative schooling have been developed, successfully evaluated, and replicated. Within these schools exist a wide array of approaches to implementing curriculum, instruction, and school governance and management.

Why Do Parents Choose Alternative Schools?

These established models reflect a truly worldwide educational revolution and include:. These models represent the landscape of alternative schools successfully operating as of No two are exactly alike, as a primal characteristic of these programs is their unique identity. While these schools share the common concepts of alternative programs, their actual operations often vary considerably. As alternative schools began to appear in the late s in the United States, similar development was occurring around the globe.

Canada, with programs reported throughout its provinces, clearly held the largest number, as most other countries reported five or fewer programs. While the handbook represents the most recent source for documenting the existence of international alternative schools, many schools undoubtedly were not identified. Denmark, for example, has hundreds of Tvind alternative public schools, and other nations, such as Hong Kong, Brazil, Japan, Russia, and Australia have multiple examples of alternative schools.

Charter schools have also begun to appear in other nations, particularly in Canada. As most countries provide public education through national systems of organization and governance, it is important to note that local control, as is practiced in the United States, clearly appears to foster dramatically higher numbers and types of alternative schools.

Yet, as of , interest in and growth of alternative programs and schools in other nations is clearly on the increase. The public demand for choice in schooling appears to be significantly impacting educational systems throughout the world.